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Randy​ ​Cloke,​ ​Charlie​ ​Haycook,​ ​Allie​ ​Kadell​ ​&​ ​Jazmin​ ​Ramirez

Day​ ​Long​ ​Training​ ​for​ ​Orientation​ ​Leaders​ ​(OL)

The​ ​OL​ ​role​ ​is​ ​to​ ​be​ ​a​ ​resource​ ​and​ ​guide​ ​for​ ​incoming​ ​students,​ ​parents,​ ​and​ ​guests.​ ​They​ ​must
also​ ​assist​ ​faculty​ ​and​ ​staff​ ​while​ ​also​ ​communicating​ ​with​ ​their​ ​team​ ​on​ ​various​ ​task​ ​that​ ​need
to​ ​be​ ​completed​ ​for​ ​the​ ​sessions​ ​to​ ​be​ ​executed​ ​accordingly.​ ​With​ ​all​ ​this​ ​multitasking​ ​it​ ​is
essential​ ​that​ ​students​ ​are​ ​properly​ ​trained​ ​to​ ​navigate​ ​conversations​ ​with​ ​the​ ​appropriate
constituents.

Below​ ​is​ ​an​ ​outline​ ​of​ ​a​ ​day​ ​long​ ​training​ ​that​ ​was​ ​created​ ​to​ ​assist​ ​supervisors​ ​in​ ​training​ ​their
student​ ​employees​ ​on​ ​communication.​ ​This​ ​presentation​ ​was​ ​created​ ​as​ ​a​ ​foundational​ ​training
which​ ​can​ ​be​ ​tailored​ ​to​ ​fit​ ​the​ ​needs​ ​of​ ​the​ ​students​ ​at​ ​your​ ​institution.

Slide​ ​# Time Content/Instructions

Slide​ ​7 8:45 Welcome!​ ​If​ ​this​ ​is​ ​the​ ​first​ ​time​ ​you​ ​are​ ​presenting,​ ​introduce
yourself​ ​to​ ​the​ ​audience.

Introduce​ ​what​ ​you​ ​will​ ​be​ ​presenting​ ​on​ ​today.

- Communication​ ​is​ ​an​ ​essential​ ​skill​ ​to​ ​encompasses​ ​when
working​ ​with​ ​groups​ ​on​ ​campus
- Understanding​ ​how​ ​your​ ​own​ ​communication​ ​style​ ​impacts
your​ ​ability​ ​to​ ​work​ ​with​ ​others

Slides​ ​8​ ​-​ ​9 These​ ​slides​ ​are​ ​an​ ​outline​ ​of​ ​the​ ​morning​ ​and​ ​afternoon​ ​agenda.
Throughout​ ​the​ ​day​ ​students​ ​will​ ​be​ ​trained​ ​on​ ​how​ ​to​ ​properly
navigate​ ​conversations​ ​with​ ​campus​ ​community​ ​members.​ ​While
also​ ​reflecting​ ​on​ ​their​ ​personal​ ​communication​ ​style.

Make​ ​sure​ ​to​ ​go​ ​over​ ​the​ ​timeline​ ​of​ ​the​ ​day's​ ​activities.​ ​This​ ​will
allow​ ​students​ ​to​ ​understand​ ​the​ ​expectations​ ​of​ ​the​ ​day.

Slide​ ​10 9:00​ ​- Give​ ​students​ ​time​ ​to​ ​eat​ ​breakfast​ ​before​ ​starting​ ​the​ ​day.​ ​If​ ​your
9:30 budget​ ​allots,​ ​provide​ ​students​ ​with​ ​healthy​ ​options​ ​such​ ​as​ ​fruits,
yogurt,​ ​granola​ ​bars,​ ​or​ ​oatmeal​ ​can​ ​help​ ​stimulate​ ​students​ ​and​ ​get
them​ ​energized​ ​for​ ​the​ ​day​ ​to​ ​come.

Slide​ ​11 9:30​ ​- Ice​ ​Breaker!​ ​-​ ​Doing​ ​a​ ​small​ ​icebreaker​ ​before​ ​the​ ​beginning​ ​of​ ​the
9:45 training​ ​has​ ​several​ ​benefits.
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- Allows​ ​students​ ​to​ ​talk​ ​with​ ​one​ ​another;​ ​which​ ​if​ ​you​ ​have​ ​a
new​ ​group​ ​of​ ​students​ ​can​ ​help​ ​build​ ​relationships
- A​ ​fun​ ​activity​ ​gets​ ​students​ ​stimulated​ ​and​ ​awake
- A​ ​relatable​ ​icebreaker​ ​introduces​ ​students​ ​to​ ​the​ ​overall​ ​topic
of​ ​the​ ​day.

Telephone​ ​Message​ ​Game​ ​-​ ​No​ ​material​ ​needed

Many​ ​students​ ​may​ ​remember​ ​playing​ ​this​ ​game​ ​in​ ​elementary
school,​ ​so​ ​you​ ​may​ ​not​ ​have​ ​to​ ​give​ ​much​ ​guidance.​ ​Have​ ​students
sit​ ​in​ ​a​ ​giant​ ​circle​ ​around​ ​the​ ​room​ ​(if​ ​space​ ​does​ ​not​ ​permit​ ​have
them​ ​stand​ ​in​ ​a​ ​line).Ask​ ​the​ ​students​ ​to​ ​make​ ​sure​ ​they​ ​sit​ ​next​ ​to
someone​ ​they​ ​have​ ​not​ ​met/worked​ ​with​ ​before.​ ​Ask​ ​to​ ​have​ ​one
volunteer,​ ​if​ ​no​ ​one​ ​wants​ ​to​ ​volunteer​ ​a​ ​supervisor​ ​can​ ​always​ ​start.
Have​ ​the​ ​volunteer​ ​think​ ​of​ ​a​ ​phase,​ ​make​ ​sure​ ​to​ ​ask​ ​the​ ​students​ ​to
respect​ ​the​ ​space​ ​and​ ​not​ ​include​ ​any​ ​valuter​ ​or​ ​inappropriate
statements.​ ​Once​ ​the​ ​volunteer​ ​has​ ​something​ ​in​ ​mind​ ​have​ ​that
person​ ​whisper​ ​that​ ​phase​ ​into​ ​the​ ​individual's​ ​ear​ ​next​ ​to​ ​them.​ ​That
person​ ​then​ ​relays​ ​it​ ​to​ ​the​ ​individual​ ​sitting​ ​next​ ​to​ ​them​ ​and​ ​so​ ​on.
Once​ ​the​ ​message​ ​has​ ​hit​ ​the​ ​last​ ​person​ ​(who​ ​should​ ​be​ ​sitting​ ​next
to​ ​the​ ​creator​ ​of​ ​the​ ​phase),​ ​have​ ​them​ ​repeat​ ​the​ ​phase​ ​out​ ​loud.
Many​ ​time​ ​the​ ​phase​ ​will​ ​get​ ​mixed​ ​up​ ​and​ ​jumbled.​ ​This​ ​activity​ ​is
an​ ​easy​ ​way​ ​to​ ​showcases​ ​the​ ​importance​ ​of​ ​listening,​ ​ ​how
communication​ ​from​ ​one​ ​person​ ​to​ ​another​ ​varies,​ ​things​ ​can​ ​be
interpreted​ ​and​ ​conveyed​ ​differently​ ​in​ ​a​ ​big​ ​group.​ ​This​ ​activity​ ​can
be​ ​thought​ ​back​ ​to​ ​throughout​ ​the​ ​day's​ ​topics.

Note:​ ​if​ ​you​ ​have​ ​students​ ​with​ ​hearing​ ​impairments,​ ​the​ ​game​ ​can
be​ ​tailored​ ​to​ ​action​ ​moves.​ ​In​ ​which​ ​the​ ​rule​ ​still​ ​follow​ ​expect
students​ ​close​ ​their​ ​eye,​ ​the​ ​volunteer​ ​creates​ ​an​ ​action​ ​move,​ ​taps
the​ ​person​ ​next​ ​to​ ​them​ ​in​ ​which​ ​they​ ​open​ ​their​ ​eyes​ ​watch​ ​the
move​ ​and​ ​pass​ ​it​ ​to​ ​the​ ​next​ ​person.​ ​Once​ ​the​ ​student​ ​has​ ​been
tapped​ ​they​ ​do​ ​not​ ​need​ ​to​ ​close​ ​their​ ​eyes​ ​and​ ​can​ ​watch​ ​the​ ​action
move​ ​make​ ​its​ ​way​ ​around​ ​the​ ​circle.

You​ ​can​ ​tailor​ ​your​ ​icebreaker​ ​to​ ​fit​ ​the​ ​demands​ ​of​ ​your​ ​student
population!

Slide​ ​12 9:45​ ​- Interpersonal​ ​Communication​ ​Skill

10:30
Please​ ​reference​ ​Pages​ ​11-17​ ​for​ ​a​ ​copy​ ​of​ ​the​ ​Interpersonal
Communication​ ​Skills​ ​Document.​ ​It​ ​can​ ​also​ ​be​ ​accessed​ ​via​ ​link
at:
file:///C:/Users/Stu_akadell/Downloads/Interpersonal%20Comm
unication%20Skills%20Inventory.pdf
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The​ ​self​ ​assessments​ ​allows​ ​students​ ​the​ ​opportunity​ ​to​ ​see​ ​what
strengths​ ​and​ ​weaknesses​ ​they​ ​have​ ​when​ ​looking​ ​at​ ​their
communication​ ​style.

The​ ​Interpersonal​ ​Communication​ ​Skills​ ​Inventory​ ​focuses​ ​on​ ​four

areas​ ​of​ ​communication:​ ​sending​ ​clear​ ​messages,​ ​listening,​ ​giving
and​ ​receiving​ ​feedback,​ ​and​ ​handling​ ​emotional​ ​interactions.

This​ ​inventory​ ​is​ ​helpful​ ​to​ ​create​ ​the​ ​foundation​ ​of​ ​today’s​ ​topic​ ​on
communication​ ​with​ ​various​ ​constituents​ ​in​ ​their​ ​student​ ​roles.

Slide​ ​13 10:30​ ​- First​ ​slide​ ​to​ ​the​ ​team​ ​and​ ​supervision​ ​communication​ ​session.
11:15
Start​ ​out​ ​with​ ​a​ ​quote​ ​and​ ​allow​ ​the​ ​students​ ​to​ ​reflect​ ​upon​ ​what​ ​that
quote​ ​means​ ​to​ ​them.​ ​This​ ​can​ ​be​ ​done​ ​out​ ​loud​ ​as​ ​a​ ​group,​ ​writing​ ​it
on​ ​a​ ​piece​ ​of​ ​paper,​ ​or​ ​with​ ​a​ ​partner​ ​next​ ​to​ ​them.​ ​After​ ​allowing
the​ ​students​ ​some​ ​time​ ​to​ ​reflect​ ​it​ ​is​ ​important​ ​to​ ​go​ ​over​ ​what​ ​the
specific​ ​quote​ ​means​ ​to​ ​you,​ ​as​ ​a​ ​supervisor,​ ​and​ ​what​ ​you​ ​hope​ ​it
means​ ​as​ ​a​ ​group.

“Communication​ ​is​ ​what​ ​makes​ ​a​ ​team​ ​strong”​ ​-​ ​Brian​ ​McClennan
- To​ ​be​ ​an​ ​effective,​ ​collaborative,​ ​and​ ​informative​ ​team​ ​of
OL’s​ ​this​ ​summer​ ​we​ ​need​ ​to​ ​have​ ​a​ ​strong​ ​foundation​ ​of
communication​ ​with​ ​one​ ​another​ ​and​ ​with​ ​the​ ​us
(supervisors).​ ​Building​ ​on​ ​these​ ​skills​ ​today​ ​and​ ​within​ ​this
session​ ​specifically​ ​we​ ​are​ ​going​ ​to​ ​set​ ​community​ ​norms​ ​and
practice​ ​how​ ​we​ ​communicate​ ​with​ ​one​ ​another​ ​to​ ​ensure​ ​that
we​ ​have​ ​a​ ​successful​ ​and​ ​strong​ ​team​ ​moving​ ​forward​ ​this
summer.

Slide​ ​14 15​ ​min Why​ ​is​ ​effective​ ​communication​ ​important​ ​for​ ​a​ ​team​ ​of​ ​OL’s?
convo Before​ ​disclosing​ ​the​ ​set​ ​of​ ​bullets​ ​on​ ​the​ ​slide,​ ​pose​ ​the​ ​question​ ​to
the​ ​students.​ ​Affirm​ ​their​ ​reasoning​ ​and​ ​then​ ​relay​ ​your​ ​reasonings.
You​ ​can​ ​tailor​ ​the​ ​bullet​ ​points​ ​to​ ​fit​ ​what​ ​your​ ​team​ ​needs.

Content​ ​for​ ​slide:

Cohesiveness​​ ​-​ ​As​ ​OL’s​ ​we​ ​have​ ​to​ ​appear​ ​to​ ​the​ ​incoming​ ​students,
parents,​ ​and​ ​guest​ ​that​ ​we​ ​are​ ​a​ ​solidified​ ​group.​ ​We​ ​need​ ​to​ ​work
together​ ​as​ ​a​ ​team​ ​for​ ​tasks​ ​to​ ​be​ ​accomplished​ ​on​ ​time.
Communication​ ​with​ ​one​ ​another​ ​is​ ​essential​ ​for​ ​cohesiveness​ ​to
occur.
Roles​ ​and​ ​Responsibilities​​ ​-​ ​Discuss​ ​with​ ​the​ ​group​ ​about​ ​the
different​ ​roles​ ​and​ ​responsibilities​ ​each​ ​member​ ​has.​ ​This​ ​allows
clear​ ​direction​ ​of​ ​what​ ​needs​ ​to​ ​be​ ​done,​ ​who​ ​has​ ​to​ ​do​ ​it,​ ​and​ ​who​ ​to
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communicate​ ​with​ ​for​ ​specific​ ​tasks.​ ​This​ ​also​ ​avoids​ ​inter​ ​staff
conflict/or​ ​power​ ​dynamics​ ​to​ ​form​ ​by​ ​specifically​ ​outlining​ ​their
duties
Professional​ ​Development​ ​-​ ​Being​ ​an​ ​OL​ ​is​ ​a​ ​job​ ​which​ ​will​ ​allow
students​ ​to​ ​gain​ ​applicable​ ​skills​ ​that​ ​can​ ​be​ ​transferable​ ​to​ ​their
professional​ ​endeavours.​ ​Communication​ ​being​ ​one​ ​of​ ​the​ ​focal
points​ ​that​ ​students​ ​will​ ​be​ ​able​ ​to​ ​practice,​ ​adapt,​ ​and​ ​develop
throughout​ ​their​ ​summer.
Advocating-​ ​The​ ​students​ ​have​ ​experienced​ ​what​ ​it​ ​was​ ​like​ ​to​ ​be​ ​an
incoming​ ​student​ ​and​ ​now​ ​are​ ​seeing​ ​another​ ​side​ ​of​ ​orientation.
Encourage​ ​students​ ​to​ ​bring​ ​new​ ​ideas​ ​and​ ​feedback​ ​to​ ​you​ ​to
strengthen​ ​the​ ​program​ ​and​ ​affirming​ ​their​ ​ideas​ ​are​ ​valued.

Note:​​ ​Make​ ​sure​ ​to​ ​ask​ ​students​ ​if​ ​they​ ​have​ ​any​ ​questions
throughout​ ​your​ ​presentation!

Slide​ ​15 20​ ​min How​ ​do​ ​you​ ​want​ ​to​ ​communicate​ ​with​ ​one​ ​another?
convo
This​ ​activity​ ​and​ ​discussion​ ​provides​ ​the​ ​group​ ​of​ ​orientation​ ​leaders
an​ ​opportunity​ ​to​ ​set​ ​group​ ​norms.​ ​This​ ​can​ ​be​ ​done​ ​with​ ​online
technology​ ​such​ ​as​ ​“poll​ ​everywhere”​ ​or​ ​editing​ ​the​ ​powerpoint​ ​with
their​ ​norms.​ ​This​ ​can​ ​also​ ​be​ ​done​ ​on​ ​large​ ​physical​ ​pieces​ ​of​ ​paper
or​ ​on​ ​the​ ​board.

Posing​ ​questions​ ​such​ ​as​ ​“What​ ​do​ ​we​ ​want​ ​to​ ​keep​ ​in​ ​mind?”​ ​or
“What​ ​do​ ​we​ ​want​ ​to​ ​avoid”​ ​allows​ ​for​ ​dialogue​ ​to​ ​flow.​ ​The
purpose​ ​is​ ​to​ ​ensure​ ​that​ ​the​ ​group​ ​is​ ​aware​ ​of​ ​how​ ​they​ ​should​ ​be
communicating​ ​with​ ​one​ ​another.​ ​themes​ ​such​ ​as​ ​do​ ​not​ ​interrupt
when​ ​someone​ ​is​ ​talking,​ ​listen,​ ​speak​ ​to​ ​people​ ​not​ ​about​ ​people,
and​ ​call​ ​in​ ​not​ ​call​ ​out.​ ​Formulate​ ​your​ ​own​ ​norms​ ​as​ ​a​ ​supervisor
that​ ​you​ ​wish​ ​the​ ​group​ ​has,​ ​and​ ​bring​ ​them​ ​up​ ​if​ ​the​ ​group​ ​does​ ​not
address​ ​them.

Make​ ​sure​ ​that​ ​students​ ​agree​ ​with​ ​the​ ​group​ ​norms.​ ​To​ ​make​ ​it​ ​fun
you​ ​can​ ​have​ ​each​ ​person​ ​in​ ​your​ ​group​ ​sign​ ​off​ ​on​ ​the​ ​norms!

Slide​ ​16 15​ ​min Communication​ ​with​ ​Supervisors

convo It​ ​is​ ​important​ ​to​ ​convey​ ​to​ ​students​ ​that​ ​this​ ​position​ ​is​ ​not​ ​only​ ​a
leadership​ ​opportunity​ ​but​ ​also​ ​a​ ​job.​ ​Therefore​ ​they​ ​must​ ​still
communicate​ ​with​ ​you​ ​in​ ​a​ ​supervisonal​ ​manner.​ ​For​ ​example,​ ​if​ ​an
OL​ ​will​ ​be​ ​missing​ ​work​ ​they​ ​need​ ​to​ ​communicate​ ​with​ ​the
supervisors​ ​about​ ​their​ ​absence.​ ​Inform​ ​the​ ​students​ ​about​ ​how​ ​they
can​ ​address​ ​you.​ ​You​ ​are​ ​also​ ​a​ ​resouces​ ​for​ ​them​ ​in​ ​navigating
conversations​ ​with​ ​inter​ ​staff​ ​conflicts​ ​and​ ​provide​ ​ideas​ ​and
feedback.​ ​ ​Make​ ​sure​ ​to​ ​communicate​ ​other​ ​ways​ ​that​ ​you​ ​would
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like​ ​the​ ​team​ ​to​ ​communicate​ ​with​ ​you,​ ​similar​ ​to​ ​the​ ​previous
section​ ​about​ ​community​ ​norms.

Slide​ ​17​ ​- 20​ ​min Origami​ ​Box​ ​Game​ ​-​ ​Material​ ​needed​ ​(Please​ ​see​ ​pages​ ​18​ ​-​ ​19)
18 activity You​ ​will​ ​also​ ​need​ ​an​ ​8.5​ ​X​ ​11​ ​blank​ ​pieces​ ​of​ ​paper​ ​for​ ​as​ ​many
“listeners”​ ​you​ ​group​ ​will​ ​have.​ ​For​ ​example,​ ​if​ ​you​ ​have​ ​a​ ​group​ ​of
four​ ​you​ ​will​ ​need​ ​two​ ​pieces.

The​ ​purpose​ ​of​ ​this​ ​activity​ ​is​ ​to​ ​get​ ​students​ ​to​ ​begin​ ​effectively
communicating​ ​with​ ​one​ ​another,​ ​after​ ​setting​ ​group​ ​norms​ ​and
understanding​ ​how​ ​they​ ​communicate.​ ​Have​ ​the​ ​group​ ​break​ ​up​ ​into
groups​ ​of​ ​two,​ ​make​ ​sure​ ​the​ ​students​ ​match​ ​up​ ​with​ ​another​ ​team
member​ ​they​ ​have​ ​not​ ​worked​ ​with​ ​thus​ ​far.​ ​Have​ ​the​ ​students​ ​sit​ ​on
the​ ​floor​ ​(if​ ​location​ ​does​ ​not​ ​permit​ ​they​ ​can​ ​stand).​ ​Allow​ ​the​ ​two
students​ ​to​ ​discuss​ ​their​ ​communication​ ​style,​ ​their​ ​strengths​ ​and
weaknesses​ ​according​ ​to​ ​the​ ​inventory.​ ​After​ ​two​ ​minutes​ ​is​ ​up,​ ​call
the​ ​attention​ ​of​ ​the​ ​group,​ ​and​ ​announced​ ​to​ ​the​ ​class​ ​that​ ​they​ ​have
20​ ​seconds​ ​to​ ​decide​ ​who​ ​will​ ​be​ ​the​ ​communicator​ ​and​ ​who​ ​will​ ​be
the​ ​listener.​ ​After​ ​the​ ​20​ ​seconds​ ​have​ ​them​ ​sit​ ​back​ ​to​ ​back.​ ​From
this​ ​point​ ​on​ ​students​ ​may​ ​not​ ​turn​ ​around​ ​at​ ​any​ ​point.​ ​Proceed​ ​to
ask​ ​the​ ​listeners​ ​to​ ​raise​ ​their​ ​hand,​ ​provide​ ​them​ ​with​ ​the​ ​8.5​ ​X​ ​11
blank​ ​piece​ ​of​ ​paper,​ ​likewise​ ​for​ ​the​ ​communicator,​ ​but​ ​they​ ​receive
visual​ ​instructions​ ​on​ ​how​ ​to​ ​make​ ​an​ ​origami​ ​box.​ ​State​ ​that​ ​the
group​ ​has​ ​8​ ​minutes​ ​to​ ​make​ ​the​ ​box.​ ​The​ ​trick​ ​though​ ​is​ ​that​ ​each
facilitator​ ​will​ ​also​ ​have​ ​instructions,​ ​ONLY​ ​if​ ​students​ ​ask​ ​for
assistance​ ​will​ ​the​ ​facilitator​ ​show​ ​the​ ​group​ ​how​ ​to​ ​do​ ​the​ ​next​ ​step.
If​ ​you​ ​find​ ​that​ ​the​ ​students​ ​are​ ​accomplishing​ ​the​ ​task,​ ​when​ ​five
minutes​ ​hits​ ​you​ ​can​ ​call​ ​the​ ​attention​ ​of​ ​the​ ​group​ ​and​ ​state​ ​that​ ​the
listener​ ​can​ ​no​ ​longer​ ​speak.​ ​Once​ ​the​ ​8​ ​minutes​ ​as​ ​finished​ ​have​ ​the
students​ ​turn​ ​back​ ​to​ ​one​ ​another​ ​and​ ​see​ ​the​ ​result​ ​of​ ​the​ ​box.​ ​Allow
them​ ​to​ ​discuss​ ​their​ ​project​ ​for​ ​minute​ ​or​ ​so.

Call​ ​the​ ​attention​ ​of​ ​the​ ​group​ ​back​ ​and​ ​have​ ​a​ ​debrief​ ​of​ ​the
activity.​ ​Pose​ ​questions​ ​such​ ​as​ ​“initial​ ​thoughts?”​ ​“What​ ​was
challenging?”​ ​“What​ ​worked,​ ​specifically​ ​what​ ​did​ ​you​ ​partner​ ​do​ ​to
help”,​ ​“What​ ​was​ ​the​ ​role​ ​of​ ​the​ ​supervisor​ ​in​ ​this​ ​activity?”.
Through​ ​the​ ​debrief​ ​follow​ ​up​ ​with​ ​questions,​ ​ask​ ​how​ ​it​ ​relates​ ​to
the​ ​inventory/their​ ​own​ ​communication​ ​skills,​ ​and​ ​the​ ​group​ ​norms
they​ ​set​ ​for​ ​one​ ​another.

Slide​ ​19 11:15​ ​- Providing​ ​breaks​ ​throughout​ ​the​ ​day​ ​allows​ ​students​ ​the​ ​opportunity
11:30 to​ ​walk​ ​around​ ​and​ ​round,​ ​use​ ​the​ ​bathroom,​ ​or​ ​step​ ​outside.​ ​This
mental​ ​break​ ​helps​ ​students​ ​come​ ​back​ ​to​ ​the​ ​presentation​ ​refreshed.

Slide​ ​12 11:30​ ​- Student​ ​Communication

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12:00
Integrity/Honesty​​ ​-​ ​Orientation​ ​Leaders​ ​are​ ​employees​ ​of​ ​the
institution​ ​so​ ​they​ ​are​ ​expected​ ​to​ ​adhere​ ​by​ ​and​ ​enforce​ ​all​ ​of​ ​the
university​ ​policies​ ​including,​ ​but​ ​not​ ​limited​ ​to​ ​alcohol​ ​and​ ​drugs.
Throughout​ ​the​ ​duration​ ​of​ ​their​ ​role​ ​as​ ​Orientation​ ​Leaders,​ ​they​ ​are
expected​ ​not​ ​to​ ​consume​ ​alcohol​ ​or​ ​drugs.​ ​There​ ​will​ ​be​ ​students​ ​that
will​ ​ask​ ​about​ ​the​ ​alcohol​ ​and​ ​drugs​ ​policies​ ​of​ ​the​ ​institution​ ​or​ ​as
an​ ​Orientation​ ​Leader​ ​you​ ​might​ ​overhear​ ​students​ ​talking​ ​about
going​ ​to​ ​the​ ​bar​ ​later​ ​with​ ​a​ ​fake​ ​identification​ ​form.​ ​Orientation
Leaders​ ​must​ ​be​ ​able​ ​to​ ​communicate​ ​with​ ​students​ ​on​ ​the​ ​policies
and​ ​possible​ ​consequences​ ​of​ ​taking​ ​part​ ​in​ ​those​ ​actions.​ ​However,
OLs​ ​can​ ​be​ ​honest​ ​and​ ​encourage​ ​students​ ​to​ ​be​ ​safe.​ ​OLs​ ​can
enforce​ ​university​ ​policies​ ​and​ ​inform​ ​students​ ​on​ ​what​ ​not​ ​to​ ​do.
However,​ ​students​ ​at​ ​the​ ​end​ ​of​ ​the​ ​day​ ​will​ ​do​ ​what​ ​they​ ​want,​ ​so
we​ ​must​ ​encourage​ ​students​ ​to​ ​stay​ ​safe.​ ​Walk​ ​in​ ​groups​ ​when​ ​going
to​ ​college​ ​parties.​ ​Students​ ​must​ ​be​ ​careful​ ​on​ ​what​ ​they​ ​are
drinking.​ ​If​ ​and​ ​once​ ​they​ ​place​ ​their​ ​cup​ ​down​ ​and​ ​walk​ ​away,​ ​they
must​ ​not​ ​pick​ ​up​ ​at​ ​cup​ ​again,​ ​etc.

Initiative​​ ​-​ ​As​ ​Orientation​ ​Leaders​ ​is​ ​it​ ​important​ ​to​ ​initiate​ ​the​ ​first
steps​ ​in​ ​communicating​ ​with​ ​students.​ ​Many​ ​students​ ​may​ ​be
introverted​ ​or​ ​shy,​ ​you​ ​might​ ​see​ ​a​ ​student​ ​eating​ ​alone,​ ​etc.​ ​Being
the​ ​initiator​ ​of​ ​conversation​ ​is​ ​important​ ​to​ ​create​ ​that​ ​channel​ ​of
communication​ ​between​ ​the​ ​OLs​ ​and​ ​the​ ​students.​ ​There​ ​might​ ​be​ ​an
experience​ ​or​ ​a​ ​negative​ ​interaction​ ​between​ ​an​ ​OL​ ​and​ ​a​ ​student,
perhaps​ ​as​ ​a​ ​result​ ​of​ ​a​ ​disagreement​ ​or​ ​miscommunication.​ ​It​ ​is
expected​ ​that​ ​as​ ​an​ ​OL,​ ​they​ ​are​ ​initiating​ ​the​ ​conversation​ ​with​ ​the
students​ ​to​ ​re-establish​ ​the​ ​relationship​ ​with​ ​positive​ ​communication.

Slide​ ​22 Student​ ​Communication

Impartiality​​ ​-​ ​Orientation​ ​Leaders​ ​should​ ​communicate​ ​and​ ​interact

with​ ​all​ ​students​ ​impartiality​ ​and​ ​consistently.​ ​Students​ ​are​ ​sensitive
to​ ​favoritism​ ​or​ ​special​ ​treatment.​ ​Especially​ ​in​ ​situations​ ​of​ ​conflict
between​ ​two​ ​students​ ​or​ ​another​ ​Orientation​ ​Leader​ ​and​ ​a​ ​student,​ ​it
is​ ​vital​ ​that​ ​the​ ​Orientation​ ​Leader​ ​is​ ​always​ ​staying​ ​neutral.

Resources​​ ​-​ ​OLs​ ​need​ ​to​ ​be​ ​able​ ​to​ ​send​ ​clear​ ​messages​ ​about​ ​the
different​ ​departments​ ​and​ ​resources​ ​on​ ​campus.​ ​If​ ​at​ ​the​ ​moment​ ​of
being​ ​asked​ ​a​ ​question,​ ​they​ ​are​ ​unaware​ ​of​ ​the​ ​answer,​ ​OLs​ ​must
have​ ​the​ ​ability​ ​to​ ​say,​ ​“To​ ​be​ ​honest,​ ​I​ ​do​ ​not​ ​know,​ ​but​ ​I​ ​will​ ​find
out​ ​for​ ​you.”​ ​Also​ ​taking​ ​under​ ​consideration​ ​not​ ​talking​ ​negatively
about​ ​any​ ​department​ ​because​ ​that​ ​reflects​ ​on​ ​themselves​ ​and​ ​the
institution​ ​as​ ​a​ ​whole.
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Slide​ ​23 12:00​ ​- Lunch-​ ​Tacos

1:00
Make​ ​sure​ ​to​ ​provide​ ​students​ ​the​ ​opportunity​ ​to​ ​eat​ ​something
before​ ​they​ ​go​ ​into​ ​the​ ​afternoon​ ​session.​ ​If​ ​you​ ​budget​ ​allots​ ​order
food​ ​from​ ​their​ ​favorite​ ​restaurant​ ​or​ ​cater​ ​food​ ​from​ ​your​ ​campus
dining​ ​service.

Slide​ ​24 1:00​ ​- Blanket​ ​Name​ ​Game​ ​-​ ​Materials​ ​Needed

1:15 1​ ​Blanket​ ​or​ ​Curtain

This​ ​is​ ​a​ ​quick​ ​ice​ ​breaker​ ​game​ ​that​ ​can​ ​be​ ​done​ ​to​ ​get​ ​the​ ​students
back​ ​into​ ​agenda​ ​after​ ​lunch.​ ​This​ ​icebreaker​ ​can​ ​be​ ​done​ ​after​ ​the
group​ ​has​ ​become​ ​more​ ​familiar​ ​with​ ​one​ ​another.​ ​The​ ​purpose​ ​is​ ​to
“test”​ ​to​ ​see​ ​if​ ​the​ ​students​ ​know​ ​each​ ​other​ ​names.​ ​Divide​ ​the​ ​group
into​ ​two​ ​teams​ ​and​ ​have​ ​them​ ​group​ ​up​ ​and​ ​sit​ ​across​ ​from​ ​one
another.​ ​Two​ ​facilitators​ ​(if​ ​you​ ​do​ ​not​ ​have​ ​two​ ​facilitators,​ ​ask​ ​a
returning​ ​OL​ ​to​ ​assist​ ​you),​ ​will​ ​hold​ ​the​ ​blank​ ​up​ ​from​ ​each​ ​corner
so​ ​that​ ​the​ ​students​ ​in​ ​each​ ​group​ ​can​ ​no​ ​longer​ ​see​ ​each​ ​other.​ ​Once
the​ ​blanket​ ​is​ ​up​ ​have​ ​one​ ​facilitator​ ​ask​ ​for​ ​two​ ​volunteer​ ​to​ ​sit
closer​ ​to​ ​the​ ​blanket.​ ​Explain​ ​that​ ​you​ ​will​ ​count​ ​to​ ​three​ ​and​ ​the
blanket​ ​will​ ​fall​ ​revealing​ ​who​ ​is​ ​on​ ​the​ ​other​ ​side.​ ​The​ ​two​ ​students
are​ ​the​ ​only​ ​ones​ ​who​ ​can​ ​participate,​ ​other​ ​in​ ​the​ ​group​ ​who​ ​say​ ​a
person's​ ​name​ ​will​ ​lose​ ​a​ ​point.​ ​The​ ​two​ ​students​ ​will​ ​have​ ​to
identify​ ​the​ ​other​ ​person​ ​name​ ​behind​ ​the​ ​blanket​ ​first​ ​in​ ​order​ ​to
receive​ ​a​ ​point.

To​ ​make​ ​it​ ​fun,​ ​keep​ ​score​ ​and​ ​the​ ​team​ ​with​ ​the​ ​most​ ​points​ ​at​ ​the
end​ ​wins!

Slide​ ​25 1:15​ ​- Reflection​ ​questions​ ​for​ ​the​ ​OL’s.​ ​The​ ​first​ ​2​ ​questions​ ​are​ ​meant​ ​for
1:45 the​ ​OL’s​ ​to​ ​examine​ ​their​ ​response​ ​in​ ​the​ ​larger​ ​context​ ​of​ ​their​ ​lives
30 and​ ​work​ ​while​ ​the​ ​3rd​ ​question​ ​is​ ​for​ ​them​ ​to​ ​start​ ​to​ ​understand
Minutes how​ ​we​ ​are​ ​grounding​ ​this​ ​into​ ​the​ ​orientation​ ​context.

Slide​ ​26 “​ ​ ​ ​ ​ ​“ It​ ​will​ ​be​ ​easy​ ​to​ ​potentially​ ​concern​ ​the​ ​OL’s​ ​that​ ​every​ ​parent/guest
that​ ​they​ ​meet​ ​will​ ​be​ ​hostile​ ​towards​ ​them,​ ​so​ ​it​ ​is​ ​important​ ​to​ ​note
from​ ​the​ ​beginning​ ​that​ ​this​ ​is​ ​not​ ​your​ ​intended​ ​message.​ ​The​ ​stress
of​ ​orientation​ ​weighs​ ​on​ ​people​ ​in​ ​different​ ​ways​ ​and​ ​it​ ​is​ ​important
to​ ​acknowledge​ ​that.​ ​One​ ​of​ ​these​ ​ways​ ​is​ ​that​ ​a​ ​parent/guest​ ​may
not​ ​understand​ ​the​ ​logic​ ​behind​ ​a​ ​decision​ ​or​ ​reason​ ​for​ ​not
disclosing​ ​certain​ ​information.​ ​In​ ​this​ ​slide,​ ​we​ ​begin​ ​to​ ​talk​ ​about
body​ ​language​ ​and​ ​how​ ​a​ ​person​ ​should​ ​present​ ​themselves​ ​if​ ​they
are​ ​faced​ ​with​ ​a​ ​stressful​ ​or​ ​uncomfortable​ ​situation,​ ​especially​ ​since
they​ ​are​ ​representatives​ ​of​ ​the​ ​institution.
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Slide​ ​27 “​ ​ ​ ​ ​ ​“ This​ ​slide​ ​is​ ​all​ ​about​ ​how​ ​sending​ ​clear​ ​messages​ ​and​ ​asking​ ​for
clarification​ ​so​ ​that​ ​both​ ​parties​ ​understand​ ​each​ ​other​ ​is​ ​the​ ​key​ ​to
solving​ ​most​ ​situations​ ​that​ ​the​ ​OL’s​ ​can​ ​encounter​ ​with
parents/guests.​ ​The​ ​discussion​ ​around​ ​what​ ​is​ ​ethical​ ​to​ ​divulge​ ​is​ ​a
big​ ​piece​ ​of​ ​this​ ​which​ ​is​ ​why​ ​we​ ​ask​ ​the​ ​question​ ​about​ ​giving​ ​out
specific​ ​location​ ​information,​ ​just​ ​as​ ​an​ ​example.​ ​The​ ​OL’s​ ​should
also​ ​understand​ ​that​ ​they​ ​do​ ​not​ ​have​ ​to​ ​face​ ​every​ ​uncomfortable
situation​ ​alone,​ ​especially​ ​if​ ​they​ ​are​ ​starting​ ​to​ ​become​ ​negatively
affected.​ ​Another​ ​OL​ ​or​ ​their​ ​supervisor​ ​should​ ​always​ ​be​ ​available
and​ ​willing​ ​to​ ​aid​ ​the​ ​student​ ​so​ ​that​ ​they​ ​do​ ​not​ ​feel​ ​cornered​ ​in
these​ ​situations.

Slide​ ​28 “​ ​ ​ ​ ​ ​“ A​ ​prelude​ ​to​ ​the​ ​OL​ ​Theater,​ ​this​ ​ending​ ​discussion​ ​is​ ​meant​ ​to​ ​get
them​ ​discussing​ ​strategies​ ​on​ ​how​ ​to​ ​best​ ​handle​ ​a​ ​situation.
Remember​ ​that​ ​discussing​ ​and​ ​acting​ ​are​ ​very​ ​different​ ​when​ ​it
comes​ ​to​ ​stress,​ ​so​ ​practicing​ ​some​ ​of​ ​the​ ​skills​ ​around​ ​body
language​ ​and​ ​asking​ ​clarifying​ ​questions​ ​now​ ​could​ ​comfort​ ​the
students​ ​during​ ​the​ ​future​ ​OL​ ​Theater​ ​activity.

Slide​ ​29 1:45​ ​- Faculty​ ​are​ ​partners​ ​on​ ​campus​ ​and​ ​help​ ​us​ ​do​ ​the​ ​work​ ​that​ ​we​ ​do.
2:15 Without​ ​them​ ​as​ ​part​ ​of​ ​orientation,​ ​we​ ​could​ ​not​ ​do​ ​well​ ​in​ ​having​ ​a
fun,​ ​informative,​ ​and​ ​engaging​ ​experience​ ​for​ ​incoming​ ​students.
But​ ​the​ ​culture​ ​they​ ​work​ ​in​ ​can​ ​be​ ​very​ ​different​ ​than​ ​the​ ​one​ ​many
of​ ​us​ ​know​ ​well.

To​ ​be​ ​a​ ​successful​ ​OL,​ ​you​ ​may​ ​find​ ​it​ ​useful​ ​to​ ​take​ ​time​ ​to​ ​review
our​ ​academic​ ​programs​ ​and​ ​departments,​ ​the​ ​names​ ​of​ ​professors,
and​ ​the​ ​kinds​ ​of​ ​courses​ ​that​ ​are​ ​taught.​ ​While​ ​you​ ​may​ ​be​ ​familiar
with​ ​your​ ​own​ ​major​ ​and​ ​the​ ​professors​ ​who​ ​have​ ​taught​ ​your
classes,​ ​you​ ​may​ ​find​ ​yourself​ ​in​ ​discussions​ ​with​ ​faculty​ ​you​ ​do​ ​not
know​ ​well.​ ​Knowing​ ​the​ ​academic​ ​structure​ ​that​ ​faculty​ ​works​ ​in,
even​ ​a​ ​little,​ ​can​ ​be​ ​helpful​ ​to​ ​engage​ ​with​ ​them​ ​in​ ​a​ ​thoughtful
conversation.

Meet​ ​them​ ​where​ ​they​ ​are.​ ​Faculty​ ​have​ ​a​ ​lot​ ​of​ ​pressures​ ​as​ ​a​ ​part​ ​of
their​ ​job--they​ ​do​ ​a​ ​lot​ ​more​ ​than​ ​simply​ ​teach​ ​a​ ​few​ ​classes​ ​and​ ​hold
office​ ​hours.​ ​Learning​ ​about​ ​their​ ​world​ ​can​ ​help​ ​them​ ​feel
appreciated​ ​and​ ​help​ ​you​ ​foster​ ​a​ ​partnership​ ​with​ ​them​ ​that​ ​can​ ​help
everyone​ ​be​ ​a​ ​part​ ​of​ ​a​ ​successful​ ​orientation.

Slide​ ​30 Difficult​ ​conversations​ ​happen.​ ​We​ ​have​ ​all​ ​been​ ​a​ ​part​ ​of​ ​them​ ​in
many​ ​ways,​ ​and​ ​they​ ​can​ ​be​ ​challenging​ ​to​ ​navigate​ ​through​ ​in​ ​a
way​ ​that​ ​helps​ ​progress​ ​the​ ​conversation​ ​to​ ​a​ ​better​ ​spot.

Sometimes​ ​in​ ​a​ ​conversation​ ​or​ ​discussion​ ​panel​ ​ ​you​ ​will​ ​come
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across​ ​an​ ​idea​ ​that​ ​can​ ​be​ ​difficult​ ​to​ ​incorporate​ ​into​ ​the​ ​overall
message​ ​and​ ​goal​ ​of​ ​what​ ​you​ ​are​ ​doing.​ ​In​ ​times​ ​like​ ​this,​ ​it​ ​is​ ​okay
to​ ​confront​ ​the​ ​idea,​ ​but​ ​to​ ​do​ ​so​ ​in​ ​a​ ​meaningful​ ​and​ ​thoughtful​ ​way.

In​ ​times​ ​like​ ​this,​ ​it​ ​is​ ​important​ ​to​ ​realize​ ​that​ ​you​ ​are​ ​trying​ ​to
challenge​ ​an​ ​idea,​ ​not​ ​a​ ​person.​ ​Often,​ ​the​ ​person​ ​is​ ​not​ ​trying​ ​to​ ​be
difficult.​ ​Knowing​ ​this,​ ​you​ ​want​ ​to​ ​move​ ​the​ ​conversation​ ​in​ ​a
better​ ​direction​ ​toward​ ​your​ ​goal.

So,​ ​when​ ​you​ ​have​ ​a​ ​challenging​ ​idea​ ​in​ ​a​ ​midst​ ​of​ ​a​ ​conversation,
there​ ​are​ ​two​ ​tactics​ ​that​ ​can​ ​be​ ​helpful:
1) Add​ ​to​ ​their​ ​idea.​ ​Sometimes​ ​a​ ​challenging​ ​idea​ ​is​ ​one​ ​that
just​ ​needs​ ​a​ ​little​ ​more​ ​to​ ​it​ ​to​ ​get​ ​it​ ​across​ ​to​ ​the​ ​audience,
however​ ​many​ ​people​ ​involved.
2) Pivot​ ​the​ ​idea​ ​back​ ​to​ ​them.​ ​Ask​ ​them​ ​to​ ​expand​ ​on​ ​what
they​ ​are​ ​saying.​ ​Many​ ​times,​ ​the​ ​person​ ​will​ ​be​ ​able​ ​to​ ​more
thoroughly​ ​explain​ ​what​ ​they​ ​mean.

Slide​ ​31 This​ ​slide​ ​should​ ​not​ ​require​ ​considerable​ ​explanation.​ ​The​ ​students
should​ ​have​ ​been​ ​presented​ ​the​ ​orientation​ ​schedule​ ​during​ ​the​ ​first
day’s​ ​training.​ ​This​ ​slide​ ​serves​ ​as​ ​a​ ​reminder​ ​that​ ​they​ ​will
co-facilitate​ ​a​ ​“Meet​ ​Your​ ​Major”​ ​session​ ​on​ ​the​ ​second​ ​day​ ​of
orientation.

It​ ​is​ ​important​ ​to​ ​stress​ ​that​ ​a​ ​faculty​ ​member’s​ ​job​ ​is​ ​many-faceted.
Chiefly​ ​among​ ​those​ ​is​ ​teaching.​ ​Here​ ​it​ ​is​ ​key​ ​to​ ​highlight​ ​that
because​ ​teaching​ ​is​ ​a​ ​faculty​ ​member’s​ ​main​ ​responsibility,​ ​they
often​ ​feel​ ​very​ ​strongly​ ​about​ ​the​ ​content​ ​and​ ​skills​ ​they​ ​teach​ ​in
their​ ​course.

Slide​ ​32 Present​ ​the​ ​students​ ​a​ ​scenario​ ​they​ ​may​ ​face​ ​during​ ​orientation.
During​ ​a​ ​Meet​ ​Your​ ​Major​ ​session​ ​they​ ​are​ ​co-facilitating​ ​with​ ​a
faculty​ ​member,​ ​a​ ​student​ ​asks​ ​about​ ​courses​ ​that​ ​is​ ​suggested​ ​they
take.​ ​The​ ​faculty​ ​member​ ​is​ ​quick​ ​to​ ​respond​ ​and​ ​strongly​ ​suggests
taking​ ​the​ ​courses​ ​they​ ​teach.

Given​ ​the​ ​theme​ ​of​ ​this​ ​set​ ​of​ ​slides--reframing​ ​the​ ​conversation​ ​and
challenging​ ​an​ ​idea--ask​ ​the​ ​students​ ​how​ ​they​ ​would​ ​proceed​ ​in​ ​this
scenario​ ​using​ ​the​ ​skills​ ​they​ ​have​ ​been​ ​introduced​ ​to.​ ​Ask​ ​them
precisely​ ​what​ ​they​ ​would​ ​say.​ ​What​ ​words​ ​would​ ​they​ ​use,​ ​and​ ​how
would​ ​they​ ​navigate​ ​informing​ ​the​ ​student​ ​about​ ​potential​ ​additional
options​ ​for​ ​courses.

Slide​ ​33 2:15​ ​- Time​ ​for​ ​a​ ​break!​ ​There​ ​have​ ​been​ ​a​ ​lot​ ​of​ ​tough​ ​conversations​ ​and
2:30 plenty​ ​more​ ​to​ ​come.​ ​Giving​ ​students​ ​the​ ​chance​ ​to​ ​get​ ​up​ ​walk
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around,​ ​talk​ ​to​ ​one​ ​another,​ ​allows​ ​them​ ​to​ ​be​ ​stimulated​ ​for​ ​the​ ​next
activity.​ ​ ​This​ ​allows​ ​allows​ ​the​ ​opportunity​ ​for​ ​the​ ​facilitators​ ​touch
base​ ​with​ ​OL​ ​participating​ ​and​ ​set​ ​for​ ​OL​ ​Theater.

Slides 2:30​ ​- Similar​ ​to​ ​a​ ​“Behind​ ​Closed​ ​Doors”​ ​style​ ​activity,​ ​the​ ​new​ ​OL’s​ ​will
34-39 4:00 put​ ​the​ ​skills​ ​that​ ​they​ ​discussed​ ​throughout​ ​the​ ​day​ ​into​ ​practice​ ​in​ ​a
controlled​ ​environment.​ ​Returning​ ​OL’s​ ​will​ ​serve​ ​as​ ​the​ ​actors​ ​and
will​ ​be​ ​properly​ ​briefed​ ​about​ ​their​ ​role​ ​and​ ​the​ ​expectations​ ​from
the​ ​orientation​ ​supervisors.​ ​Each​ ​situation​ ​is​ ​meant​ ​to​ ​be​ ​educational
but​ ​realistic,​ ​sometimes​ ​to​ ​a​ ​certain​ ​extreme,​ ​but​ ​the​ ​OL’s​ ​will​ ​not​ ​be
judged​ ​for​ ​their​ ​responses.​ ​This​ ​can​ ​be​ ​a​ ​very​ ​powerful​ ​activity​ ​to
see​ ​how​ ​one​ ​faces​ ​new​ ​situations​ ​and​ ​adequate​ ​reflection​ ​times​ ​are
required.​ ​We​ ​built​ ​some​ ​into​ ​this​ ​schedule​ ​(see​ ​below),​ ​but​ ​don’t​ ​let
the​ ​conversations​ ​stop​ ​when​ ​this​ ​activity​ ​stops!

Slide​ ​40 4:00​ ​- This​ ​is​ ​the​ ​time​ ​for​ ​assessment​ ​and​ ​self-reflection.​ ​The​ ​students
4:30 should​ ​turn​ ​in​ ​the​ ​answers​ ​to​ ​these​ ​questions​ ​as​ ​they​ ​will​ ​serve​ ​as​ ​the
basis​ ​for​ ​your​ ​immediate​ ​assessment​ ​program.​ ​These​ ​answers​ ​from​ ​a
group​ ​of​ ​20​ ​will​ ​help​ ​you​ ​identify​ ​exactly​ ​where​ ​some​ ​holes​ ​in
learning​ ​currently​ ​are​ ​and​ ​what​ ​you​ ​can​ ​touch​ ​upon​ ​later​ ​in​ ​training
to​ ​keep​ ​up​ ​with​ ​the​ ​development​ ​of​ ​these​ ​skills.​ ​These​ ​questions​ ​are
intentionally​ ​worded​ ​so​ ​that​ ​they​ ​are​ ​not​ ​a​ ​satisfaction​ ​survey​ ​and
require​ ​the​ ​students​ ​to​ ​justify​ ​their​ ​answers​ ​wherever​ ​necessary.​ ​A
later,​ ​more​ ​overarching​ ​assessment​ ​of​ ​training​ ​should​ ​happen​ ​after
orientation​ ​has​ ​finished​ ​so​ ​that​ ​planning​ ​for​ ​the​ ​next​ ​year​ ​will​ ​be
more​ ​intentional​ ​about​ ​addressing​ ​where​ ​the​ ​lack​ ​of​ ​understanding
was​ ​for​ ​the​ ​staff​ ​members​ ​as​ ​whole​ ​OL’s.

Slide​ ​41 The​ ​rest After​ ​such​ ​a​ ​potentially​ ​long​ ​and​ ​heavy​ ​day,​ ​your​ ​OL’s​ ​are​ ​going​ ​to
of​ ​the be​ ​tired​ ​and​ ​need​ ​a​ ​bit​ ​of​ ​fun.​ ​We​ ​suggest​ ​going​ ​somewhere​ ​off
night campus​ ​if​ ​you​ ​have​ ​the​ ​means​ ​and​ ​allowing​ ​the​ ​staff​ ​members​ ​to
make​ ​connections​ ​and​ ​friendships​ ​outside​ ​the​ ​training​ ​environment.
Consider​ ​what​ ​kinds​ ​of​ ​activities​ ​other​ ​student​ ​groups​ ​enjoy​ ​going
to,​ ​or​ ​you​ ​and​ ​your​ ​professional​ ​staff​ ​could​ ​try​ ​to​ ​build​ ​new
relationships​ ​with​ ​other​ ​local​ ​attractions​ ​and​ ​businesses!
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Origami​ ​Box​ ​Activity:​ ​Instructions​ ​for​ ​Communicator

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Origami​ ​Box​ ​Activity:​ ​Instructions​ ​for​ ​Facilitator